African Educational Research Journal

Vol. 8(3), pp. 540-550, August 2020

DOI: 10.30918/AERJ.83.20.097
ISSN: 2354-2160
Full Length Research Paper

The relationship between test anxiety and academic

achievement of grade ten students of Shirka Woreda,
Oromia Regional State, Ethiopia
Birhanu Moges Alemu* and Tilahun Feyssa
Department of Psychology, College of Education and Behavioral Sciences, Arsi University, Ethiopia.
Accepted 13 August, 2020

ABSTRACT

Anxiety is a kind of self-preoccupation which is manifested as self-minimization and results in negative

cognitive evaluation, lack of concentration, unfavorable psychological reactions and academic failure. The
aim of this study was to examine the relationships between test anxiety and academic achievement among
secondary school students. A descriptive correlation, cross sectional design was utilized. A stratified
sample of 300 grade ten students and 8 teachers were drawn from three secondary schools. Data were
collected by using the Test Anxiety Inventory developed by Spielberger (1980), it is a four point Likert scale
with 20 items to find out how often participants experience the feeling described in each statement. The
students' first semester 2019 academic year average score of 6 subjects were used to measure their
academic achievement. Pearson correlation, percentage, the mean and standard deviation were run. It
was found that a significant negative relationship exists between test anxiety and students’ achievement
scores. Results showed that a cognitive factor contributes more in test anxiety than affective factors. The
results of the study were suggested that the female reported significantly higher test anxiety level
compared to male students. Therefore, it is concluded that test anxiety is one of the factors which are
responsible for students’ underachievement and low performance but it can be managed by appropriate
training of students in dealing with factors causing test anxiety. Considering the psychological factors
leading to severe test anxiety among secondary school students is highly recommended. Counseling
services should be available to nursing students when needed.

Keywords: Academic achievement, Oromia Reginal State, secondary school, student, test anxiety.
*Corresponding author. E-mail: [email protected].

INTRODUCTION

Education is a fundamental human right to all people and learning of a subject, it is a need to measure the
irrespective of their sex, race or economic status as it is level of the success of the students’ learning
the key to sustainable social, economic and political achievement, one of the basic means of measuring
development (McMillan and Schumacher, 2010). The students’ academic achievement is testing (Dinga et al.,
social and economic development of the country is 2018). Understanding the status and determinants of
directly linked with students’ academic achievement. The academic achievement of students is essential for
students’ academic achievement plays an important role successful and effective intervention to bring quality
in producing the best quality graduates who will become education (Muhdin, 2016).
great leader and manpower for the country thus Academic achievement, which is measured by the
responsible for the country’s economic and social examination results, is one of the major mechanisms to
development (Newton, 2015). In the process of teaching measure the academic performance of students.
 Alemu and Feyssa 541

Academic achievement in every society reflects the conducted a study to explore how test anxiety affects
educational system’s success in targeting and attention students’ performance levels in the sciences, especially
to individual needs (Aloka et al., 2018). Research shows in physics, and concluded that “low test anxious students
that factors and personal factors, social, cultural, performed better than high test-anxious students on both
economic, political, moral and psychological many numerical and non-numerical tasks in Physics”.
academic growths can be effective (Duraku, 2016; Generally, most of the study’s results mainly indicate a
Oludipe, 2009). Dinga et al. (2018) argued that schools negative relationship between test anxiety and academic
are established with the aim of imparting knowledge and achievement (Dodeen et al., 2014; Syokwaa et al., 2014;
skills to those who go through them and behind all this is Shishigu, 2018; Oluoch et al., 2018). These research
the idea of enhancing good academic performance. As a findings imply that increase in test anxiety lowers
result, understanding the status and determinants of academic achievement of students. However, the
academic performance of students is essential for findings in studies carried out by Ndirangu et al. (2008)
successful and effective intervention to bring quality and Kavakci et al., (2014) found no relationship between
education (Muhdin, 2016). Students’ academic gain and test anxiety and academic achievement of students.
learning performance is affected by numerous factors Several researchers explored gender differences with
including gender, teaching faculty, students previous respect to test anxiety and found that females have
education background, student’s behavior of taking drug, higher levels of overall test anxiety than males (Syokwaa
family’s social, educational and economic status (Moges, et al., 2014). It is quite evident from the arguments given
2017). above and results of the studies reported that text anxiety
Tests and examinations at all stages of education, affects achievement along with other variables such as
especially at secondary education level have been motivation to learn, ability to benefit from formal
considered an important and powerful tool for decision instruction and gender. The different researchers
making in our competitive society, with people of all ages (Syokwaa et al., 2014; Oluoch et al., 2018) have
being evaluated with respect to their achievement, skills suggested various means to minimize test anxiety with
and abilities (Habibullah and Ashraf, 2013). Student’s managing external factors like environment of
success is judged by test performance while the best examination hall; behavior of examiners etc. internal
criterion of performance is the sum of the student’s factors like organization of questions in a test, sufficient
academic achievement in all the subjects taken. On the description of the context, clarity in instruction for
other hand, poor academic achievement is a students etc. Despite these measures to minimize test
performance that judged by the examinee and some anxiety it is generally agreed that it has become most
other significant as falling below an expected standard upsetting and a disruptive factor for students. There are
(Mekonnen, 2014). number of researches reporting text anxiety as one of the
Test anxiety is an undesirable reaction toward major cause for students’ underachievement and low
evaluation. It is the most important problem that is faced performances at different levels of their educational life
by the students in their education (Dinga et al., 2018). (Oluoch et al., 2018).
Test anxiety is a psychological condition in which
students experience extreme distress and anxiety in test
situations. A little anxiety during exams is required that Statement of the problem
will help students to get motivated and learn. Mounting up
so much of anxiety will not help the student to perform Secondary school students face many challenges which
rather it will influence the academic performance prevent them from academic achievement; one of these
negatively (Oluoch et al., 2018). The psychological is test anxiety (Yousefi et al., 2010; Kavakci et al., 2014).
symptoms that build up in students before a test includes Due to these challenges, they fail to attain an acceptable
restlessness, unusual body movements, difficulty in level of academic achievement. This manifestation is
concentrating, insomnia, fatigue, muscle contraction, actually the result of test anxiety. Test anxiety is
abdominal pain, and tremors (Habibullah and Ashraf, psychological factor that hinder students’ academic
2013). achievement. Though this factor plays a major role in the
A study conducted by Nicholson (2009) to explore the learning process, however, the link between test anxiety
effects of test anxiety on student achievement of grade and academic achievement is not well researched in the
11 students, revealed that anxiety and achievement are context of secondary school students in Ethiopia
related to each other. Khalid and Hasan (2009) (Legese, 2014; Getachew, 2015).
conducted a study on a purposively selected sample of The study conducted by Legese (2014) was focus on
187 undergraduate students to explore the relationship exploring the extent to which test anxiety influences
between test anxiety and academic achievement and academic achievement of University students. The study
found that students with academic achievement have low reported that test anxiety of university students was
test anxiety scores and vice versa. Oludipe (2009) inversely correlated with their academic performance.
 Afr Educ Res J 542

There was also significant difference existed between the school administrators with valid empirical evidence to
mean score of the male and female students. In this resolve low academic performance
study the female students reported higher level of test
anxiety mean as compared to the male students.
Getachew (2015) also conducted a study on anxiety, Delimitation of the study
attitude towards mathematics achievement of tenth grade
students at government and private schools in Kolfe This study was conducted on the relationship between
Keranio sub-city of Addis Ababa. This study indicated test anxiety and academic achievement of secondary
that mathematics achievement was highly correlated with schools of grade ten students in Shirka Woreda, Oromia
students’ anxiety. There was also statistically significant Regional State, Ethiopia. The target population of this
mean difference between private and government school study was 1336 (male 762, female 574) students and the
students in mathematics subject and academic sample size were 308 students (male 176, female 132).
achievement. The result was also show that there was no Gado-Guna, Shirka, and Tereta secondary schools were
significant sex difference between both private and chosen due to easily accessible and manageable to
government schools. gather the data, as budget and time constraints existed.
Most of the studies that assessed test anxiety and
stress among students were carried out in western
population. However, there are limited researches on test Limitations of the study
anxiety among secondary school students in the
Ethiopian population. This area of research has a greater In sampling only one grade level from the secondary
concern to be intensely studied to identify the locus of the school students may inhibit generalizing the results
impact of test anxiety on academic achievement among beyond the setting. In the second place, the study
secondary school students in Oromia Regional State, focused on the relationship between test anxiety and
Ethiopia particularly in Shirka Woreda, Arsi Zone. To this academic achievement of the students. There are a
end, this study attempt to addresses the following basic number of other intervening variables that could affect
research questions: students’ academic achievement.

1. What is the level of test anxiety in Shirka Woreda

secondary schools of grade ten students? MATERIALS AND METHODS
2. Is there a relationship between test anxiety and
academic achievement among secondary schools of Research design
grade ten students?
3. Is there any significant difference between test anxiety The study was employed mixed-method approach, both
of male and female in Shirka Woreda secondary schools quantitative and qualitative (Creswell, 2014). A
of grade ten students? descriptive, cross section, correlational design was used
to conduct this study with the aim to assess the level of
test anxiety and to identify the relationship between test
Significance of the study anxiety and academic achievement based on average
score among secondary school of grade ten students of
The findings of the study could have the following Shirka Woreda, Oromia Regional State, Ethiopia.
significance: Both primary and secondary sources of data were
employed for this study. The primary sources of data
- Help students those with low levels of academic were grade ten students and teachers of Shirka Woreda
achievement to facilitate their academic performance. secondary schools in Arsi Zone of Oromia regional State.
- Help teachers in developing effective practices for Secondary sources of data were collected from
teaching and learning in order to improve academic documents mainly focused on records of students’
achievement of students. average score of different subjects.
- Help parents as a guide to understand their children’s
and to provide better support for them at home.
- Help educators and test writers who diagnose reasons Sample size and sampling techniques
for students’ successes and failures, and develop
adequate and appropriate interventions for their students. The population of this study involved grade ten students
- Help Shirka Woreda educational office in providing with and teachers of Shirka woreda secondary schools of Arsi
valid empirical information. Zone, Oromia Reginal State. The total number of grade
10 students in sample secondary schools (Shirka, Gado-
Furthermore, the results of the study were provided Guna and Tereta) was 1336 (male 762, female 574).
 Alemu and Feyssa 543

To get the determined sample size for the present study, holder Shirka preparatory English language teachers for
the method of determining sample size that was comment. Based on the comment of the teachers’
suggested by Yamane (1967:886 as cited in Israel, 1992) ambiguous statements were modified. The modified and
was used. The formula for this sampling method was as improved Test Anxiety Inventory was distributed among
follows: n = the respondents with the necessary explanations on how
( )
to complete it. The participants were ensured about the
confidentiality and anonymity of the collected data.
Where: n is the sample size, N is the population size and
e is the level of precision. A 95% confidence level and P=
.5 are assumed in the formula. Then, from the data: N= Interview
1336, e=. 05,
Therefore: For this study, a structured type of interview was
prepared for randomly selected teacher respondents on
n= (. )
= (. )
= = = 308 the assumption that it helps to get similar information and
. .
easy to conduct.
According to this technique from 1336 students, (male=
762, female= 574), 308 students (male 176, female 132)
were taken as a sample of the study. The participants Document analysis
were recruited from three Shirka secondary school 185
(male 103, femaie 82), from Gado-Guna 52 (male 33, The student participants’ first semester classroom final
female 19) and from Tereta 71 (male 40, female 31), examination total average score of 6 subjects (English,
based on the proportion of males and females in each Mathematics, Physics, Chemistry, Geography and
school. The list of each secondary school students were History) were obtained from three sample secondary
made available through the principal and his vice. A total schools record offices. These subjects were selected due
of 176 male and 132 female students were selected to they were representatives of the language, natural
based on a stratified and systematic random sampling science and social science. The average score was
technique by choosing the odd numbered entries on the assigned out of 100 in 2019 academic year.
list among the total number of students.

Validity and reliability of the instrument

Data gathering instruments
Test Anxiety Inventory designed by Spielbeger (1980)
Data were collected using a two-part questionnaire. First was employed to measure individual differences in test
part was concerned with the participant's demographic anxiety. Based on the fact that Legese (2014)
background such as age, average score and academic administered the test anxiety inventory at Addis Ababa
level. Second part of the questionnaire included the Test University students, while the present study involved
Anxiety Inventory (Spielberger, 1980) which was used as secondary school students, there was need to revalidate
a measure of the primary outcome variable of the current the instrument. For face validity, the instrument was
study, test anxiety among secondary school students. shown to 3 professionals in the field of Educational
The TAI consists of 20 items and the participants indicate Psychology. Minor comment was given, for example the
on a four point Likert-type scale how often they words “course” and “grade” was changed to “subject” and
experience the feeling described in each item. The four “score” respectively to reflect students’ level of anxiety in
response choices are: (1) almost never, (2) sometimes, the study. To determine the reliability of the instrument,
(3) often, and (4) almost always. There are both positively pilot study was carried out in order to test and make
and negatively worded items in the scale. Eight of the improvement on the instruments using 40 (male 25,
items measure the worry component and 8 items female 15) grade ten students randomly selected from
measure the emotionality while the remaining four items Sole-Digelu secondary school. Cronbach alpha were
contribute to the TAI-T score. Reliability analysis for the computed to see the internal consistency of items. The
test anxiety inventory was calculated in the current study reliability coefficient of Test Anxiety Inventory was
and revealed high reliability as indicated by Cronbach's determined by calculating Cronbach Alpha Reliability
Alpha = 0.81. Coefficient. This value was found to be α =.81.
The Test Anxiety Inventory (TAI) were initially prepared
in English and then translated to local language Afan
Oromo and Amharic for the purpose of clarity and to Ethical considerations
make it easily understood by the sample students. The
Test Anxiety Inventory (TAI) were presented to two MA The researchers strived to protect respondents from
 Afr Educ Res J 544

possible harm that might arise as a consequence of their RESULTS AND DISCUSSION
participation in research. An approval to conduct the
study was obtained from the ethical committee of the This chapter deals with the analysis, presentation and
research unit at College of Education and Behavioral interpretation of the data gathered from the respondents
Science, Arsi University. Voluntary participation was through questionnaires, interviews and document
assured. Agreement to complete the questionnaire analysis. Thus, the quantitative as well as qualitative
worked as an informed consent. Subjects were assured analysis of data was incorporated into this chapter. The
about the confidentiality and anonymity of the collected qualitative part was complementary to the quantitative
data and that it will be only used by the researchers for analysis. The data were analyzed in accordance with the
the purpose of the current study. research questions by using frequencies, percentage,
means, Standard Deviations and Pearson Product
Moment Correlation to analyze and describe the results
Data collection procedure of the research findings.

Participants who gave consent to participate in the study

were given a brief explanation about the study. Results
Researchers arranged with different subject teachers to
take 15-20 minutes of the class time for the students to The current study was done with the aim to explore the
complete the survey questionnaire. In addition, some relationship between test anxiety and academic
students were met individually or in groups in the lobby achievement among secondary school students
and cafeteria of the school for the purpose of data
collection.
Demographic characteristics of study participants

Data analysis In this section, frequencies and percentages were used

to describe and summarize data in reference to
For this study, both quantitative and qualitative methods demographic characteristics of the respondents. The
of data analysis were employed. Data was coded, demographic variables analyzed were age of the
entered, cleaned and analyzed using SPSS statistical respondents, and the schools’ status. In addition to age
software package version 22 (Creswell, 2014). Data was and schools’ status, the respondents’ average score of
presented using descriptive statistics in the form of academic achievement were also analyzed. The details
frequencies and percentages. Pearson Product Moment of the characteristics of the respondents were given in
Correlation was presented in the form of means and Table 1.
standard deviations. Appropriate statistical analysis was Analysis of data revealed that 308 secondary school
carried out according to the study variables. The students and 8 teachers participated in the current study.
significance level was chosen as (p < 0.05). Finally As shown in Table 1, the student respondents were 176
interview results were qualitatively analyzed and (57.1%) male and 132 (42.9%) were females. There were
interpreted. 8 (5 males and 3 females) teacher respondents.

Table 1. Demographic characteristics of the study participants.

Student participants Teacher participants

Name of sample Schools
Male Female Total Male Female Total
Shirka 103 82 185 3 1 4
Gado-Guna 33 19 52 1 1 2
Tereta 40 31 71 1 1 2
Total 176 132 308 5 3 8

Level of test anxiety Spielberger (1980). Table two represents the student
participants’ responses to the Test Anxiety Inventory. On
The test anxiety level of student respondents was the students’ levels of anxiety, it was clearly seen from
measured using distribution of frequencies and Table 2 that quite a substantial number of students show
percentages of Test Anxiety Inventory (TAI) developed by sighs of test anxiety as reflected by their level of worry
 Alemu and Feyssa 545

Table 2. The frequencies and percentages of preference for the level of test anxiety (N = 300).

Almost Almost
Items Sometimes Often
never always
1 I feel confident and relaxed while taking test 110(36.7) 60(20) 41(13.7) 89(25.7)
2 While taking test, I have uneasy and upset feeling 68(22.7) 40(13.3) 91(30.3) 101(33.7)
3 Thinking about my score in a subject interferes my work on test 55(18.3) 64(21.3) 71(23.7) 110(36.7)
4 I freeze up on important exam /test 96(32) 67(22.3) 65(21.7) 72(24)
During exams I find myself thinking about whether will ever get
5 67(22.3) 56(16.7) 67(22.3) 110(36.7)
through school.
6 The harder I work at taking a test, the more confused I get 43(14.3) 60(20) 178(59.3) 19(6.3)
7 Thoughts of doing poorly interfere with my concentration on test 66(22) 71(23.6) 62(20.6) 101(33.6)
8 I fell very confused when taking an important test 55(18.3) 52(17.3) 88(29.3) 105(35)
9 Even when I am well prepared for a test, I fell very nervous about it 61(20.3) 76(25.3) 54(18) 109(36.3)
10 I start feeling very uneasy just before getting test paper back 61(20.3) 58(19.3) 49(16.3) 132(44)
11 During test I fell very tense 64(21.3) 68(22.7) 58(19.3) 110(36.7)
12 .I wish examination did not bother me so much 100(33.3) 85(28.3) 59(19.7) 56(18.7)
13 During important test, I am so tense that my stomach get in upset 51(17) 64(21.3) 97(32.3) 88(29.3)
14 I seem to defeat myself while working important tests 67(22.3) 75(25) 96(32) 62(20.7)
15 I fell very panicky when I take an important tests 64(21.3) 66(22) 94(31.3) 76(25.3)
16 I worry a great deal before taking an important examinations 51(17) 54(18) 97(32.3) 98(32.6)
During tests, I found myself thinking about the consequences of
17 54(18) 61(20.3) 82(27.3) 103(34.3)
failing
I felt my heart beating very fast during the time of my important
18 70(23.3) 61(20.3) 64(21.3) 105(35)
examinations
After completing my examination, I try to stop worrying about it but I
19 52(17.3) 56(18.7) 90(30) 102(34)
can’t
During examinations I get so nervous that I forgot facts that I really
20 46(15.3) 85(28.3) 68(22.6) 101(33.6)
know and prepared best

before, during and after tests. For example, most of 110 prepared for it as indicated in item 9 of Table 2. In
(36.7%) the student respondents as indicated in item 1, addition to these 169 (61.6%) of the respondents get so
they never feel confident and relaxed while taking tests nervous that they forgot facts that they know and
but only 89 (25.7%) of them almost always feel confident prepared best as indicated in item 20 of Table 2.
and relaxed while taking test. As item 12 of Table 2, show Therefore, the above findings show that there was high
there were also 100 (33.3%) of the student respondents level of test anxiety which generally supports low
reported that they bother about examination almost academic achievement.
always and 59 (19.7%) of the respondents often bother
about examination.
In addition to these item 16 of Table 2 show majority The relationship between test anxiety and academic
195 (64.9%) of the respondents worry a great deal before achievement
taking an important test. More than half 181 (60.4%) of
the respondents thinking about their result interferes their To investigate whether there was any statistical
work on test as indicated in item 3 of Table 2. On the significant relationship between test anxiety and
same note, 163 (54.2%) of the respondents reported that academic achievement among students, a Pearson
thought of doing poorly interferes with their concentration Product Moment Correlation Coefficient was determined,
on test as indicated in item 7 of Table 2. with scores on test anxiety as the independent variable
Furthermore, more than half 194 (65.6%) of the and academic achievement in different subjects as
respondents rejected the claim the harder they work at dependent variable Table 3.
taking the test, the more confident they get as indicated The finding of the study reveals that there was
in item 6 of Table 2. This point of view was supported by statistically significant negative correlation (r = -.030, n =
more than half 163 (54.3%) of the respondents still felt 300, p > .05) between text anxiety and academic
very nervous about test even when they were well achievement, with high level of test anxiety associated to
 Afr Educ Res J 546

Table 3. Pearson product moment correlation coefficient of test anxiety and academic achievement (N = 300).

Academic achievement Test anxiety

Academic Achievement Pearson correlation 1 -.030*
Sig. (2-tailed ) .602
N 300 300

Test Anxiety Pearson correlation -.030* 1

Sig. (2-tailed ) .602
N 300 300
*- Correlation is significant at the 0.05 level (2-tailed).

poor achievement among the students and vice-versa. The response of the interview
Therefore, it was concluded that there was statistically
significant negative relationship between Test Anxiety Further analysis of the qualitative data obtained
and Academic Achievement among the students. confirmed that students experienced nervousness before,
during and after test. Nervousness is one of the
behavioral symptoms of test anxiety that is experienced
Test anxiety score of male and female students by the students due to motor restlessness. The teachers
interviewed stated that the students forgetting facts due
The test anxiety score of male and female respondents to excess nervousness and this resulted to them failing in
was measured by mean for the selected subjects was the test. Concerning the first question, the teacher-3 was
resented as follows in Table 4. asked to respond for question “In your opinion what
The results as presented in Table 4, item 3 show that causes anxiety during test/exam?”). He said that:
the test anxiety of males (M = 2.89) differs from females
(M = 2.77). It implies that majority of the students thinking
“When the students don’t manage their time
about their score in a subject interfere their work on test.
properly that means if they don’t complete their
While, for females the highest mean score on test anxiety
homework, class work, assignment and when
was indicated on item 17 (mean = 2.93) showing that
they are not prepared for taking a test at a time
majority of the students thinking about the consequences
these leads to lack of self-confidence and
of failing. The mean scores of male students ranged from
anxiety. Some students stressed by time
2.14 to 2.89, with the mean average score of 2.52. While,
limitation of a test, because they are not sure to
the test anxiety means score of female students ranged
complete the test within the time given.” Teacher
from 2.20 to 2.93, with the mean average score of 2.75.
3.
These results indicate that female secondary school
students were more test anxious than male secondary
school students. The excerpt from teacher 3 is an indicator that lack of
preparation for the test, low self-confidence, fear of failure
and time limitation of a test make the students feel
Test anxiety scores between the three secondary anxious. Ultimately, these make the students anxious.
school students Concerning the second question, the teacher-6 was
asked to respond for question “According to your
The test anxiety scores of the three secondary school observation and experience, what are the feelings of test
respondents were measured by mean for the selected taking students?”
subjects was resented as follows in Table 5.
As indicated in Table 5, the test anxiety score of Shirka “Most of the students when they were taking test,
secondary school students ranged from 2.21 to 2.80, with they were so nervous and they always feel like
the mean score of 2.50. Test anxiety score of Gado-Guna they were going to fail the test. They sometimes
secondary school students ranged from 2.12 to 2.88, with feel like they haven’t studied enough. They
the mean score of 2.59. The test anxiety score of Tereta sometimes feel not good at all and they worry
secondary school students ranged from 2.18 to 2.94, with and think about their result. They were in a lot of
the mean score of 2.74. These results indicate that stress always about test. Even they can’t read
majority of Tereta Secondary school students were more properly. This usually makes them forget to
test anxious than the other two secondary school (Shirka answer even simple questions correctly”.
and Gado-Guna) students. Teacher 6.
 Alemu and Feyssa 547

Table 4. Means of preference for the test anxiety scores of the male and female students.

No Item M F
1 I feel confident and relaxed while taking test 2.65 2.47
2 While taking test, I have uneasy and upset Feeling 2.84 2.86
3 Thinking about my score in a subject interferes my work on test 2.89 2.77
4 I freeze up on important exam /test 2.79 2.75
5 During exams I find myself thinking about whether will ever get through school. 2.72 2.79
6 The harder I work at taking a test, the more confused I get 2.44 2.70
7 Thoughts of doing poorly interfere with my concentration on test 2.34 2.80
8 I fell very confused when taking an important test 2.38 2.76
9 Even when I am well prepared for a test, I fell very nervous about it 2.49 2.85
10 I start feeling very uneasy just before getting test paper back 2.30 2.82
11 During test I fell very tense 2.38 2.70
12 I wish examination did not bother me so much 2.36 2.20
13 During important test, I am so tense that my stomach get in upset 2.59 2.89
14 I seem to defeat myself while working important tests 2.14 2.88
15 I fell very panicky when I take an important tests 2.28 2.74
16 I worry a great deal before taking an important examinations 2.37 2.85
17 During tests, I found myself thinking about the consequences of failing 2.57 2.93
18 I felt my heart beating very fast during the time of my important examinations 2.76 2.70
19 After completing my examination, I try to stop worrying about it but I can’t 2.72 2.80
20 During examinations I get so nervous that I forgot facts that I really know and prepared best 2.39 2.69
Mean average score 2.52 2.75

Table 5. The means of preference for the test anxiety scores of the three secondary school students.

No Items Shirka Gado Tereta

1 I feel confident and relaxed while taking test 2.70 2.72 2.86
2 While taking test, I have uneasy and upset Feeling 2.80 2.88 2.87
3 Thinking about my score in a subject interferes my work on test 2.43 2.77 2.84
4 I freeze up on important exam /test 2.73 2.70 2.88
5 During exams I find myself thinking about whether will ever get through school. 2.21 2.82 2.66
6 The harder I work at taking a test, the more confused I get 2.31 2.52 2.88
7 Thoughts of doing poorly interfere with my concentration on test 2.51 2.32 2.58
8 I fell very confused when taking an important test 2.31 2.34 2.61
9 Even when I am well prepared for a test, I fell very nervous about it 2.32 2.51 2.73
10 I start feeling very uneasy just before getting test paper back 2.42 2.51 2.75
11 During test I fell very tense 2.52 2.48 2.62
12 I wish examination did not bother me so much 2.54 2.12 2.18
13 During important test, I am so tense that my stomach get in upset 2.56 2.81 2.85
14 I seem to defeat myself while working important tests 2.40 2.47 2.66
15 I fell very panicky when I take an important tests 2.33 2.58 2.92
16 I worry a great deal before taking an important examinations 2.68 2.78 2.79
17 During tests, I found myself thinking about the consequences of failing 2.56 2.54 2.94
18 I felt my heart beating very fast during the time of my important examinations 2.55 2.53 2.78
19 After completing my examination, I try to stop worrying about it but I can’t 2.64 2.73 2.91
20 During examinations I get so nervous that I forgot facts that I really know 2.52 2.55 2.55
Mean average score 2.50 2.59 2.74
 Afr Educ Res J 548

The excerpt from teacher 6 is an indicator that the Shirka Woreda secondary schools of grade ten
students experience high level of test anxiety. This students?” As the results have shown in Table 2 most
makes them feel extremely nervous as a result this leads students experienced greater extent of high level of test
them to forget even simple concepts in the test making anxiety when taking tests. This implies that there is a
them anxious. statistically significant difference between the students in
Concerning the third question, the teacher-7 was asked their level of test anxiety. In general, most of the students
to respond for question, “In your opinion when does level show high level of test anxiety but the levels of anxiety
of anxiety increased? before test, during test or after differ among them. In this study, the majority of the
test?”. Their responses show that the students respondents experienced high test anxiety. Further
experienced test anxiety before test, during test and after analysis of the qualitative data obtained also confirmed
test, however most of the students experienced test that students experienced nervousness before, during
anxiety before taking a test. Concerning the fourth and after tests. As the interviewed teacher confirmed the
question, the teacher-5 was asked to respond for students find themselves forgetting facts due to excess
question, “What do you suggest and recommend in order nervousness and this resulted to them failing in the test.
to alleviating this test taking anxiety problem of the Excessive test anxiety leads to low academic
students?” achievement. In this regard therefore, the present
research finding supports the study conducted on the
“The school administrators and teachers are the relationship between anxiety levels and academic
one who should play the most important role. achievement among students in selected secondary
School administrators should adjust the schools (Syokwaa et al., 2014). These results are much
environment of examination hall such as sitting allied to the study done by other researchers (Oluoch et
arrangement. They should also give al., 2018; Ndirangu et al., 2008; Barongo and Owiyo,
Psychological counseling for those exam/test/ 2015; Duraku, 2016). Secondary school students had
anxious students. Teachers should motivate the either moderate or high level of test anxiety. On the
students and provide more information contrary, the finding is in disagreement with that of
concerning the content of tests and number of (DordiNejad et al., 2011; Yousefi et al., 2010) study which
questions before the administration of tests. In reported low level of test anxiety relationship with
addition to this teacher should give enough time academic achievement. A moderate level of test anxiety
to complete the test.” Teacher 5. is essential for better academic achievement, absence of
anxiety ultimately lead to poor academic achievement as
The above response is an indicator of school anxiety is a trigger factor to uphill struggle among
administrators and teachers play the most important role students (Oluoch et al., 2018). The current study
to alleviate test taking anxiety of the students. Adjusting revealed that there was significant relationship between
the physical condition of examination hall and giving test anxiety and secondary school students’ average
Psychological counseling for exam anxious students is score.
very important. Teachers should provide information
concerning the content and number of questions before
administration of tests. Teachers should give enough The relationship between test anxiety and academic
time to complete the test. These suggestions would make achievement
the students less anxious during exams.
In this section an attempt was made to answer the
research question:” Is there any significant relationship
Discussion between test anxiety and academic achievement among
secondary school student of grade ten?” As indicated on
The main purpose of this present study was to explore Pearson Product Moment Correlation Coefficient of test
the relationship between test anxiety and academic anxiety and academic achievement in Table 3 show a
achievement among secondary school students. Hence, significant weak negative correlation between students’
the results of the data analyses were summarized with test anxiety and academic achievement (r = -0.130, p <
respect to the five research questions of the study .05). Negative correlation between students’ average
discussed as follows: score and test anxiety suggests that test anxiety and
academic achievement were related constructs and are
not independent of each other. This result indicated that
The level of test anxiety of the students as the value of test anxiety increases the value of
average score of students’ decreases and as the value of
In this section an attempt was made to answer the test anxiety decreases average score of students’
research questions: “What is the level of test anxiety in increases. This result is supported by research studies
 Alemu and Feyssa 549

conducted by Ndirangu et al. (2008), Yousefi et al. (2010). factor. Although it is essential to help out secondary
school students to deal with stress and trim down test
anxiety efficiently through group work via students,
Test anxiety scores of male and female students parents, teachers, and administrators, since it was
evident that few students had severe test anxiety. The
This section was presented based on the research results suggest the need for students to maintain a finest
question: “Is there any significant difference between test state of health and mind during examination as this is
anxiety of male and female in Shirka woreda secondary important for better academic achievements.
schools of grade ten students?” As the finding in Table 4 The interview respondents suggest that lack of
show that the test anxiety scores of the female students preparation for the tests, low self-confidence, fear of
is higher than male students, the results of statistical failure and previous test experiences are the source of
description revealed that there is statistically significant test anxiety. The way in which test is designed to
difference between male and female students. This evaluate difficult lesson content and the large amount of
indicates that there is a significant difference between information to be covered are the other source of test
male and female students within the three secondary anxiety. Time limitation and stress during test
schools in their test anxiety and academic achievement. administration cause test anxiety. The other is taking the
In line with the present finding, a study conducted on subjects like mathematics, physics and chemistry
cross-sectional study on exam anxiety among medical examinations makes the students more anxious due to
students of a tertiary care teaching hospital of western fear of workout questions. As the interview respondents
India, suggest that there was significant difference reported that most of the students experienced test
between male and female students of medical students anxiety before taking a test, and in order to reduce test
(Oluoch et al., 2018). Thus, the TAI-total scores were anxiety teachers and school administrators are the one
significantly higher in female medical students than the who should play the most important role. The students
male medical students. There were also other studies should prepare well to become less anxious and giving
which supports the present finding, such as (Legese, psychological counseling for those test anxious students
2014; Syokwaa et al., 2014; Ndirangu et al., 2008). On also suggested.
the contrary, the finding is in disagreement with that of Results of this study concluded that a significant
Getachew (2015) study which reported no significant percentage of the students participated in the study
difference between the test anxiety of male and female experienced moderate to severe levels of test anxiety. It
students. is fundamental to help out secondary school students to
deal with stress and trim down test anxiety efficiently
Test anxiety scores of the three secondary school through group work via students, parents, teachers and
students other concerned parties. In addition, secondary school
students should be taught about effective time and
As the result in Table 5 indicated, Tereta Secondary anxiety management strategies for better academic
school students are more test anxious than the other two achievements.
secondary school (Shirka and Gado-Guna) students. This Current research lacks information regarding the
implies that there is statistically significant difference physiological and psychological factors leading to severe
between the three secondary schools in their test anxiety test anxiety; therefore, further research is required to
of academic achievement. As the previous study indicate address these factors causing test anxiety especially
that increase in test anxiety lowers test performance of among secondary school students.
the students (Doden et al., 2018; Syokwaa et al., 2014;
Shishigu, 2018).
RECOMMENDATIONS

CONCLUSIONS AND RECOMMENDATIONS Based on the findings of this study, the following
recommendations are suggested:
Conclusions
- Replicate the current study on larger sample size using
Results of this study confirmed no relationship between a combined quantitative and qualitative research
test anxiety and average score among secondary school approach to better understand the factors leading to test
students. More over only few participants had severe test anxiety among secondary school students.
anxiety. While most participants experienced mild anxiety - Encourage the students to prepare for the examinations
during examinations this point out that test anxiety is not in advance so that they will develop confidence
directly affecting the student’s academic achievement consequently that help to prevent or reduce test anxiety.
rather anxiety during examination acts as a motivating - Guidance through academic advising and counseling
 Afr Educ Res J 550

programs should be activated in secondary school McMillan, J. H., and Schumacher, S. (2010). Research in education.
th
Evidence based inquiry. (7 ed.), Boston: Pearson.
especially before examinations that may help to reduce
Mekonnen, S. (2014). Problems challenging the academic performance
test anxiety and thus improve the academic achievement of physics students in higher governmental institutions in the Case of
of students. Arbaminch, Wolayita Sodo, Hawassa and Dilla Universities. Natural
- Providing family monetary, social support and Science, 6: 362-375.
Moges, E. (2017). Determinant of academic performance of under
encouraging participation in social activities are
graduate students: In the Cause of Arba Minch University Chamo
recommended to decrease test anxiety in students Campus. Journal of Education and Practice, 8(10): 155-166.
preparing for different exams. Muhdin, M. (2016). Determinants of economics students’ academic
- Guide students to handle and cope with test anxiety performance: Case study of Jimma University, Ethiopia. International
during examinations and be made to understand that Journal of Scientific and Research Publications, 6(1): 566-571.
Ndirangu, G. W., Muola, J. M., Kithuka, M. R., and Nassiuma D. K.
some level of anxiety is required as a motivating factor (2008). An investigation of the relationship between test anxiety and
before the exam. academic performance in secondary schools in Nyeri, District, Kenya.
- Examinations and continuous assessment tests as well Global Journal of Educational Research, Vol. 7, No. 1 & 2.
Newton, M. A. (2015). Selected Correlates of Examination Anxiety and
as assignments should be well planned to avoid undue
Academic Performance of Students in Public Secondary Schools in
stress on the students which most likely triggers anxiety. Khwisero Sub-County, Kakamega County, Kenya . Ph. D. Thesis in
Kenyatta University.
Nicholson, A. M. (2009). Effects of test anxiety on student achievement
REFERENCES (ACT) for college bound students. Dissertation Abstract International.
DAI-A-70/07, AAT 3366126.
Aloka, J. O., Juma, D. A., and Nyaswa (2018). Gender differences in Oludipe, B. (2009). Influence of test anxiety on performance levels on
academic achievement among returnee students in Kenyan numerical tasks of secondary school physics students: Academic
secondary schools. International Journal of Advanced and Leadership: Online Journal, 7(4).
Multidisciplinary Social Science, 4(1): 8-12. Oluoch, J. N., Aloka, J. O., and Odongo, B. C. (2018). Test anxiety
Barongo, S, Owiyo, L. O. (2015). Relationship between anxiety and beliefs as predictor of students’ achievement in chemistry in public
classroom performance among pupils in selected public primary secondary schools in Kenya. International Journal of Psychology and
schools in Rachuonyo North, Homa-Bay County, Kenya. International Behavioral Sciences, 8(4): 70-76.
Journal of Social Science and Humanities Research, 3(4): 329-343. Shishigu, A. (2018). Mathematics anxiety and prevention strategy: an
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and attempt to support students and strengthen mathematics education.
th
Mixed Methods Approaches. 4 edn. California, USA: Sage. Mathematics Education Trends and Research, 1: 1-11,
Dinga J. N., Mwaura A. M., and Ng’ang’a M. W. (2018). Relationship Spielberger, C. D. (1980). The Test Anxiety Inventory. Palo Alto, C.A;
between achievement goal orientation and academic achievement Consulting Psychology Press.
among form three students in Kiambu County, Kenya. International Syokwaa, K. A., Aloka, J. O., and Ndunge, N. F. (2014). The
Journal of Education and Research, 6(4): 53-68. relationship between anxiety levels and academic achievement
Dodeen H. M., Abdulfattah F., and Alshumrani S. (2014). Test-taking among students in selected secondary schools in Lang’ata District,
skills of secondary students: the relationship with motivation, Kenya. Journal of Educational and Social Research, 4(3): 403-413.
attitudes, anxiety and attitudes towards tests. South African Journal Yousefi, F., Talib, M. A., Mansor, M. B., Juhari, R. B., and Redzuan, M.
of Education, 34 (2). (2010). The relationship between test-anxiety and academic
DordiNejad, F. G., Hakimi, H., Ashouri, M., Dehghani, M., Zeinali, Z., achievement among Iranian adolescents. Asian Social Science, 6(5):
Daghighi, M. S., and Bahrami N. (2011). On the relationship between 100-105.
test anxiety and academic performance, Procedia Social and
Behavioral Sciences, 15: 3774-3778.
Duraku, Z. H., (2016). Factors influencing test anxiety among university
students. The European Journal of Social and Behavioral Sciences
vol XVIII (eISSN: 2301-2318).
Getachew, A. (2015). Anxiety, Attitude towards Mathematics and
Mathematics Achievement of Tenth Grade Students at Government
and Private Schools in Kolfe Keranio Sub-City of Addis Ababa.
Unpublished M.AThesis Addis Ababa University.
Habibullah, S., and Ashraf, J. (2013). Factors affecting academic
performance of primary school children. Pakistan Journal of Medical
Research, 52, 2.
Kavakci, O., Semiz, M., Kartal, A., Dikici, A., and Kugu, N. (2014). Test
anxiety prevalence and related variables in the students who are
going to take the university entrance examination. Dusunen Adem
the Journal of Psychiatry and Neurological Sciences, 27(4): 301- 307.
Citation: Alemu, B. M., and Feyssa, T. (2020). The relationship
Khalid, R., and Hasan, S. S. (2009). Test anxiety in high and low
achievers. Pakistan Journal of Psychological Research, 24(3-4). between test anxiety and academic achievement of grade ten
Legese, A. (2014). The Relationship between Test Anxiety and students of Shirka Woreda, Oromia Regional State, Ethiopia. African
Academic Performance at Addis Ababa University Institute of Educational Research Journal, 8(3): 540-550.
Technology. Unpublished M.A Thesis Addis Ababa University, Addis
Ababa.